Abstract

Abstract

This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country

Abstract

This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country

Abstract

This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country

Abstract

This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country

Abstract

This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support. The findings revealed that educational productivity is a multidimensional concept influenced by instructional practices, technological engagement, emotional and organizational factors, and the coherence of instructional design. The proposed conceptual model provides a theoretical and practical foundation for developing evaluation tools and policies aimed at improving the quality of higher education teaching. This model can be used in the context of Farhangian University and potentially adapted to other teacher training institutions across the country

Abstract

This study aimed to design a conceptual model for evaluating the educational productivity of instructors at Farhangian University using a qualitative thematic analysis approach. The research was applied in purpose and qualitative in methodology. Data were collected through semi-structured interviews with 30 faculty members selected through purposive theoretical sampling based on the principle of data saturation. Thematic analysis was conducted following Braun and Clarke’s six-phase model. After initial coding, 84 conceptual codes were extracted, categorized into 18 initial themes and finally grouped under six main themes. These included modern and active teaching methods, student interaction and participation, educational technology, integration of teaching and research, effective instructional planning, and motivation and organizational support.